Teaching in 21st Century

Question: Discuss about theTeaching in 21st Century. Answer: Analysis of the Scenario Looking at the case presented, it is clear that Mr. Benjamin and Ms. Newcombe prefer different teaching and learning practices. While the former prefers a more traditional teaching and learning practice, the latter prefers a more contemporary one. The emergence of technology in education has cut off the human connection between teacher and learner, something that is necessary for second graders. Recent research has indicated that educators who place themselves as partners with their learners, constantly learning alongside these children and contributing to their expertise, are most likely to encourage deep learning results (Costa, 2012). However, even though the traditional approach appears to be more suitable for grade two children, Mr. Benjamin needs to consider a few potential issues associated with this particular practice. For instance, given the fact that todays educational population is quite diverse, some of the children may fail to understand what Jim the firefighter might be trying to communicate. This means that some of them may not fully comprehend the English language, and thus have a difficult time understanding how they can go about putting out the fire should the incident repeat itself in future. Additionally, traditional teaching and learning practices such as the one preferred by Mr. Benjamin tend to create a setting where some of the second graders may be shy about asking questions or airing their concerns regarding the subject matter (Collins Halverson, 2009). Notably, Jim the firefighter may not have all the information needed to teach these children on fire safety, and how such incidences affec t the local community. Examination of New Practices, Partnerships, and Technologies for Teaching and Learning As indicated above, unlike Mr. Benjamin who prefers traditional teaching and learning practices, Ms. Newcombe prefers contemporary ones that would support the second graders well being and learning about fire safety. She believes that new teaching and learning practices would be suitable in this particular situation. Academic environments and their teachers are required to be mindful of the practical and cultural impacts, locally and internationally, while making explicit connections between politics, environment, economics, and technology (Kalantzis, Cope Fehring, 2002). Many would agree that technology contains the power to change education in the 21st Century through active mental participation and engagement. Furthermore, most innovative teachers are already offering guidance to utilize technology transformatively. By using technology such as the Internet to teach the grade two children about the coal mine and the fire, Ms. Newcombe will not only have considered the existence of diversity, but will also have catered to every childs educational needs. Thanks to language translation apps and websites, children who are not fluent in the English language can still understand what is required of them, should such a situation occur in future (Plowman McPake, 2013). It is important for Ms. Newcombe to consider new technologies and internal and external partnerships in order to better enhance learning and address her wellbeing concerns. Learning for the 21st Century should support learners to participate in knowledge-based activities in genuine contexts. Effective learning requires extra support, expertise, and resources from various individuals, with learning experiences more linked to the local community. Moreover, teachers need to be able to truly collaborate with experts, families, businesses, and organizations that can offer specific kinds of expertise, access to reach learning opportunities, or knowledge in community contexts (Fullan Langworthy, 2014). Ms. Newcombe should acknowledge that connectedness between educational institutions and other organizations, individuals and groups in the local community is an essential part of 21st Century learning. Such connections allow for learners to promote future oriented learning by keeping educati on closely linked to community developments, needs, and understandings. Ms. Newcombe should make a point of learning more about the New Media Consortiums Horizon Project which assists leaders and teachers in thinking across the globe to build upon and contribute to the innovation taking place at their schools (DEEWR, 2011). By so doing, she will not only be able to keep up with the latest and emerging technological trends, but will also have access to all the information required to educate the second graders on fire safety. Both Mr. Benjamin and Ms. Newcombe have a responsibility for sustaining and supporting professional development and learning. Therefore, they need the courage and wisdom to make decisions, together with the ability to change and adapt to meet the demands of fast transforming environments. The teachers also need to show willingness to do things differently, embrace new innovation and technologies, able to empathize and inspire, and have a local and international perspective (Costa, 2011). Mr. Benjamin and Ms. Newcombe should aim at providing a setting where discussions about opportunities and problems are encouraged. However, they should know that there is no single or ideal approach that works in all situations. Therefore, these two teachers should borrow from a wide range of practice and knowledge. Both Mr. Benjamin and Ms. Newcombe should consider the use of visual presentations where they either watch a documentary or animation film via the Internet regarding fire safety, since grade two children are more visual at this particular age. Furthermore, they should also consider taking the children on a visit to a recent fire site in order for them to understand exactly what is required of them (Fullan Langworthy, 2014). By so doing, the activity that they are planning on conducting will be suitable for the second graders, and the teachers will have incorporated both the conventional and modern teaching and learning practices. References Collins, A., Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press. Costa, A. (2011). Teachers as continuous learners. Retrieved on September 15, 2016 from https://www.nesacenter.org/uploaded/conferences/FLC/2011/handouts/Watts/Teachers_as_Continuous_Learners.pdf Department of Education, Employment and Workplace Relations (DEEWR). (2011). Strengthening family and community engagement in student learning resource. Retrieved on September 15, 2016 from https://www.partners4learning.edu.au/_uploads/_ckpg/files/Attachment_5_Strengnthening_family_and_community_engagement_in_student_learning_resource.pdf Fullan, M., Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. New York: Pearson Education. Kalantzis, M., Cope, B., Fehring, H. (2002). Multiliteracies: Teaching and learning in the new communications environment. Primary English Notes, 133. Pp. 1 8. Plowman, L., McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1). Pp. 27 33.